Learning Environments in Swedish Leisure-Time Centres: (In)Equality, 'Schooling', and Lack of Independence

Autor/inn/en	Boström, Lena; Augustsson, Gunnar
Titel	Learning Environments in Swedish Leisure-Time Centres: (In)Equality, 'Schooling', and Lack of Independence
Quelle	In: International Journal for Research on Extended Education, 4 (2016) 1, S.125-145 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-3673
Schlagwörter	Foreign Countries; Teacher Attitudes; Educational Environment; After School Programs; Educational Quality; School Schedules; Recreational Activities; Play; Interpersonal Relationship; Equal Education; Elementary School Students; Sweden + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Quality of education; Bildungsqualität; Schulzeiteinteilung; Freizeitgestaltung; Spiel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schweden
Abstract	The purpose of this study is to describe and analyse how teachers perceive the internal learning environment at Swedish leisure-time centres and set it in relation to steering documents. The empirical data is based on a comprehensive web-survey of 4,043 leisure-time teachers in Sweden. The methodological approach is a qualitative directed content analysis. The results show large differences and inequalities in the quality of leisure-time centres' premises, an educational form characterized by integration with school and therefore to some extent lost autonomy. Activities in leisure-time centres combine individuality and social community in creative forms of play and social relationships. Because of this there are complex requirements for premises and dysfunctional premises reduce the opportunities to create good learning environments. The existing conditions for the majority of leisure-time centres do not correspond to the intentions in the steering documents concerning good learning environments. Leisure time centres have started to reproduce the (environmental) logic of 'traditional teaching premises' and to ignore their own (environmental) potential, which is even prescribed in specific steering documents. These results have implications for policy decisions and educational development. (As Provided).
Anmerkungen	Budrich Journals. Verlag Barbara Budrich GmbH, Stauffenbergstr. 7, 51379 Leverkusen, Germany. e-mail: info@budrich-journals.de; Web site: https://www.budrich-journals.de/index.php/IJREE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01